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相关概念视频

Storage01:23

Storage

104
A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Understanding Memory01:19

Understanding Memory

539
Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
539
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

474
The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the...
474
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

871
Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
871
Interference and Decay01:16

Interference and Decay

166
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
166
Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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记忆整合和差异化的异步发展会影响时间记忆的组织.

Christine Coughlin1, Athula Pudhiyidath1,2, Hannah E Roome1

  • 1Center for Learning and Memory, University of Texas at Austin, Austin, Texas, USA.

Developmental science
|August 23, 2023
PubMed
概括

孩子 孩子 孩子 孩子

关键词:
关联性 绑定性 绑定性语境 语境 语境 语境 语境控制过程控制过程.这是一种情节性记忆 (episodic memory).事件细分事件细分事件细分时间认知时间认知.

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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 神经科学是一个神经科学.

背景情况:

  • 成年人表现出时间记忆偏差,认为具有共享背景的项目比具有不同背景的项目更接近时间.
  • 这些偏见归因于事件内部的整合 (共享的背景) 和事件之间的差异化 (不同的背景).
  • 假设这些过程依赖于在不同发育阶段成熟的结合和控制机制.

研究的目的:

  • 调查与上下文相关的时间记忆偏差的发展轨迹.
  • 确定事件内部的整合和事件之间的差异化是否在不同的年龄出现.
  • 检查儿童如何利用上下文信息来组织事件记忆.

主要方法:

  • 这项研究涉及134名年龄在5~12岁的参与者和成年人.
  • 参与者观看了四重奏的图像对,呈现在相同背景或不同背景的场景中.
  • 评估了对图像对的时间近距离的记忆.

主要成果:

  • 事件内整合偏见 (记住同一个上下文的项目在时间上更接近) 出现在更年长的童年 (79岁).
  • 事件之间的差异化偏差 (记住不同的背景项目相距较远) 在青春期 (1012岁) 早期出现.
  • 与成年人相比,儿童对时间组织的上下文信息的依赖程度较低.

结论:

  • 事件内部的整合和事件之间的差异化在不同年龄段发展,这表明它们是不同的过程.
  • 这些不同的过程有助于组织事件记忆的与年龄相关的改进.
  • 了解这些发育差异可以揭示记忆组织策略的成熟.